No Child Left behind and the Reduction of the Achievement Gap: Sociological Perspectives on Federal Educational Policy

By Alan R. Sadovnik; Jennifer A. O’Day et al. | Go to book overview
Contents
Acknowledgmentsix
Prefacexi
Introduction1
 GEORGE W. BOHRNSTEDT AND JENNIFER A. 0’ DAY 
Part I Federal and State Educational Policy and NCLB 
1No Child Left Behind? Sociology Ignored!13
 DAVID KAREN 
Part II Accountability and Assessment 
2NCLB and the Complexity of School Improvement25
 JENNIFER A. O’DAY 
3Double Standards for Graduation Rate Accountability? Or None?53
 CHRISTOPHER B. SWANSON 
4Who Counts for Accountability? High-Stakes Test Exemptions in a Large Urban School District77
 JENNIFER BOOHER-JENNINGS AND ANDREW A. BEVERIDGE 
5Inside the Black Box of Accountability: How High-Stakes Accountability Alters School Culture and the Classification and Treatment of Students and Teachers97
 KATIE WEITZ WHITE AND JAMES E. ROSENBAUM 
Part III: Teaching and Teacher Quality 
6State Policy Activity under NCLB: Adequate Yearly Progress and Highly Qualified Teachers117
 KERSTIN CARLSON LE FLOCH 
7Professionalism under Siege: Teachers’ Views of NCLB131
 STEVEN BRINT AND SUE TEELE 

-vii-

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